Standards-based reforms: Problems and possibilities

Phi Delta Kappan

Volumn 83, Issue 8, 1999, Pages 612-620

  Falk, Beverly ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042279705     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170208300810     Document Type: Article

References (34)

1. Linda Darling-Hammond and Beverly Falk, "Using Standards and Assessments to Support Student Learning," Phi Delta Kappan, November 1997, pp. 190-99.
2. Beverly Falk, The Heart of the Matter: Using Standards and Assessments to Learn (Portsmouth, N.H.: Heinemann, 2000).
3. Quoted in Maxine Greene, Landscapes of Learning (New York: Teachers College Press, 1978), p. 80.
4. "Critics: Old StyleTests May Hamper School Reform," Education USA, 19 April 1999, pp. 1, 3.
5. Richard Gibson, "The Impact of Testing in Michigan," FairTest Examiner, Spring 1999, p. 3.
6. See Darling-Hammond and Falk, op. cit.; Walter Haney, "Study of Texas Education Agency Statistics on Cohorts of Texas High School Students, 1997-1998," unpublished paper, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, Chestnut Hill, Mass., 1999; Jay Heubert and Robert Hauser, eds., High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1998); and Linda McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000).
7. See Darling-Hammond and Falk, op. cit.; Walter Haney, "Study of Texas Education Agency Statistics on Cohorts of Texas High School Students, 1997-1998," unpublished paper, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, Chestnut Hill, Mass., 1999; Jay Heubert and Robert Hauser, eds., High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1998); and Linda McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000).
8. See Darling-Hammond and Falk, op. cit.; Walter Haney, "Study of Texas Education Agency Statistics on Cohorts of Texas High School Students, 1997-1998," unpublished paper, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, Chestnut Hill, Mass., 1999; Jay Heubert and Robert Hauser, eds., High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1998); and Linda McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000).
9. See Darling-Hammond and Falk, op. cit.; Walter Haney, "Study of Texas Education Agency Statistics on Cohorts of Texas High School Students, 1997-1998," unpublished paper, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, Chestnut Hill, Mass., 1999; Jay Heubert and Robert Hauser, eds., High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1998); and Linda McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000).
10. Kerry A. White and Robert C. Johnston, "Summer School: Amid Successes, Concerns Persist," Education Week, 22 September 1999, pp. 1, 8-9.
11. Ken Jones and Betty Lou Whitford, "Kentucky's Conflicting Reform Principles: High-Stakes School Accountability and Student Performance Assessment," Phi Delta Kappan, December 1997, p. 277.
12. Charles Clotfelter and Helen Ladd, "Recognizing and Rewarding Success in Public Schools," in Helen Ladd, ed., Holding Schools Accountable: Performance-Based Reform in Education (Washington, D.C.: Brookings Institution, 1996), pp. 23-64; Linda Darling-Hammond, The Right to Learn: A Blueprint for School Reform (New York: Jossey-Bass, 1997); and Mary Lee Smith and Claire L. Rottenberg, "Unintended Consequences of External Testing in Elementary Schools," Educational Measurement: Issues and Practices, Winter 1991, pp. 7-11.
13. Charles Clotfelter and Helen Ladd, "Recognizing and Rewarding Success in Public Schools," in Helen Ladd, ed., Holding Schools Accountable: Performance-Based Reform in Education (Washington, D.C.: Brookings Institution, 1996), pp. 23-64; Linda Darling-Hammond, The Right to Learn: A Blueprint for School Reform (New York: Jossey-Bass, 1997); and Mary Lee Smith and Claire L. Rottenberg, "Unintended Consequences of External Testing in Elementary Schools," Educational Measurement: Issues and Practices, Winter 1991, pp. 7-11.
14. Charles Clotfelter and Helen Ladd, "Recognizing and Rewarding Success in Public Schools," in Helen Ladd, ed., Holding Schools Accountable: Performance-Based Reform in Education (Washington, D.C.: Brookings Institution, 1996), pp. 23-64; Linda Darling-Hammond, The Right to Learn: A Blueprint for School Reform (New York: Jossey-Bass, 1997); and Mary Lee Smith and Claire L. Rottenberg, "Unintended Consequences of External Testing in Elementary Schools," Educational Measurement: Issues and Practices, Winter 1991, pp. 7-11.
15. David J. Hoff, "Standards at Crossroads After Decade," Education Week, 22 September 1999, pp. 1, 9.
16. Ibid.
17. Ibid., p. 9.
18. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, Standards for Educational and Psychological Testing (Washington, D.C.: AERA, 1999).
19. Jonathan Kozol, Savage Inequalities: Children in America's Schools (New York: HarperCollins, 1991).
20. New York State: The State of Learning (Albany: New York State Education Department, 1997).
21. William Tate, "Mathematics Standards and Urban Education: Is This the Road to Recovery?," Educational Forum, vol. 58, 1994, pp. 380-90.
22. Joan Baratz-Snowden, "Opportunity to Learn: Implications for Professional Development," Journal of Negro Education, vol. 62, 1993, pp. 311-23; Darling-Hammond, op. cit.; and Darling-Hammond and Falk, op. cit.
23. Joan Baratz-Snowden, "Opportunity to Learn: Implications for Professional Development," Journal of Negro Education, vol. 62, 1993, pp. 311-23; Darling-Hammond, op. cit.; and Darling-Hammond and Falk, op. cit.
24. Joan Baratz-Snowden, "Opportunity to Learn: Implications for Professional Development," Journal of Negro Education, vol. 62, 1993, pp. 311-23; Darling-Hammond, op. cit.; and Darling-Hammond and Falk, op. cit.
25. Ernest Boyer, The Basic School: A Community for Learning (San Francisco: Jossey-Bass, 1995); and Shirley Jackson, "Opportunity to Learn: The Health Connection," Journal of Negro Education, vol. 62, 1993, pp. 377-93.
26. Ernest Boyer, The Basic School: A Community for Learning (San Francisco: Jossey-Bass, 1995); and Shirley Jackson, "Opportunity to Learn: The Health Connection," Journal of Negro Education, vol. 62, 1993, pp. 377-93.
27. Darling-Hammond, op. cit.; and Lauren Resnick, "Standards for Education," in Diane Ravitch, ed., Debating the Future of American Standards (Washington, D.C.: Brookings Institution, 1995).
28. Darling-Hammond, op. cit.; and Lauren Resnick, "Standards for Education," in Diane Ravitch, ed., Debating the Future of American Standards (Washington, D.C.: Brookings Institution, 1995).
29. Beverly Falk and Suzanna Ort, "Sitting Down to Score: Teacher Learning Through Assessment," Phi Delta Kappan, September 1998, pp. 59-64.
30. Ibid., p. 62.
31. Linda Darling-Hammond, Teaching Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for the Study of Teaching and Policy, University of Washington, 2000); What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Doing What Matters Most: Investing in Quality Teaching (New York: National Commission on Teaching and America's Future, 1997); and William L. Sanders and June C Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, November 1996).
32. Linda Darling-Hammond, Teaching Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for the Study of Teaching and Policy, University of Washington, 2000); What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Doing What Matters Most: Investing in Quality Teaching (New York: National Commission on Teaching and America's Future, 1997); and William L. Sanders and June C Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, November 1996).
33. Linda Darling-Hammond, Teaching Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for the Study of Teaching and Policy, University of Washington, 2000); What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Doing What Matters Most: Investing in Quality Teaching (New York: National Commission on Teaching and America's Future, 1997); and William L. Sanders and June C Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, November 1996).
34. Linda Darling-Hammond, Teaching Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for the Study of Teaching and Policy, University of Washington, 2000); What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Doing What Matters Most: Investing in Quality Teaching (New York: National Commission on Teaching and America's Future, 1997); and William L. Sanders and June C Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, November 1996).